The information views opinions and positions set out in these presentations are those of the author and do not necessarily reflect the views opinions and positions of the Higher Education Academy or any employee thereof. The Higher Education Academy make no representations as to accuracy completeness timeliness suitability or validity of any information presented by individual authors in their presentation. The Higher Education Academy will not be liable for any errors omissions or delays in these presentations or any losses injuries or damages arising from its display or use.
The Structure of Student Experience and the Peril of Panels
Adrian Simpson Durham University
University student experience league table rankings presuppose that there is a single dimension along which institutions can be ordered. Many such as the Times Higher Student Experience Survey are derived from a simple linear combination of the average of student responses to a sequence of questions. This session uses the Student Experience Survey to highlight problems with the assumption of uni-dimensionality and further uncovers an issue which suggests that the use of a student panel to gather the data coupled with the lack of regard for structure is likely to have led to a distorted image of the relative quality of the student experience in different institutions.
From Indicators to Interventions an Enhancement Journey to Excellence
Anthony Aylmer and David Forde Coventry University College
The purpose of the session is to discuss the approach taken to data collection analysis and enhancement at Coventry University College (CUC) which is precipitated by the somewhat unique curriculum model that operates at the institution.
In doing so the specific objectives of the presentation include the following:
1. Demonstrate how robust and frequent data analysis can facilitate significant and measurable improvements in academic performance
2. To outline the ‘enhancement journey’ that is underpinned by analysis of a variety of different data types that complement our specific curriculum model and staff profile.
3. Highlight the importance of a common dashboard in terms of visualising performance holistically and supporting academic engagement in data.
Enhancement vs Performance Management
Helen Purchase University of Glasgow
Gathering data from students about their educational experiences is crucial to enhancement –student feedback enables courses to be improved year-on-year. A metrics-driven survey approach can encourage a perspective of ‘performance management’ rather than ‘course enhancement’ especially if student feedback data is centrally stored and analysed.
Taking our lead from the Scottish Quality Enhancement Framework which values an enhancement-focused approach over a culture of quality assurance and audit the University of Glasgow’s new Course Evaluation Policy is deliberately designed for course enhancement. While it incorporates aspects that allow for students to provide feedback on individual members of staff the principles of the policy were formulated with the primary purposes of encouraging staff to reflect on and improve the quality of course provision.
In doing this we have created a policy that can be used consistently across the University while still permitting flexibility that respects a wide diversity of academic concerns.
Working in Partnership (WiP): Using students as change processors and active participants in course development decision making on a primary initial teacher education programme
Rachel Barrell University of Worcester and Colin Howard
Students have a prominent voice in the governance of the Primary Teaching Training course at the University of Worcester through an initiative that has changed the climate of student involvement and raised satisfaction ratings to a record level. This presentation will challenge thinking around student engagement through a management and leadership model based on critical reflection of survey data across core areas. Collaborative discussions will be explored and participants will have the opportunity to reflect on the outcomes of the session linked to their own Institutions. Participants will be encouraged to take away specific actions that they could discuss with their students on their courses.
Students as partners in the process of evaluating modules at a top-performing UK University
Amanda Reece Christine Broughan & Lindsay Dickson Coventry University
The session will explore the benefits to the University and students of partnering with current students to gather and report on module evaluations. We will explain the process used at Coventry University to employ students as part of the module evaluation process and explore the benefits to both the University and the student in doing this. These will include employability skills as well as sector-specific learning fitted around a student’s studies. We will also discuss process issues found (such as with HR and retention of student expertise) and how they have been overcome.
Student Engagement with surveys: a strategic approach
Jo Caulfield and Tracey Lloyd Bangor University
In recent years Bangor University has developed a strategic approach to student engagement grounded in clear partnership values. As such we have created a transparent culture of staff and student partnership working. This extends to our surveys work where we don’t simply gather information on our students’ opinions we actively involve them in decision-making arising from this data. This session will uncover our strategic approach to student engagement in surveys and present a specific example from one of our academic disciplines: how using a pre-entry survey can help to engage students right at the beginning of their academic journey in fact before they arrive at the university. We also present information on how this survey is used as an induction task in Welcome Week.
